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ERIC Number: ED527673
Record Type: Non-Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1548-6613
Student Teachers' Engagement with Re-Contextualized Materials: A Case of Numerical Approximation
Brijlall, Deonarain; Bansilal, Sarah
Online Submission, US-China Education Review A 5 p691-702 2011
This paper reports on an exploration of students' learning derived from the implementation of learning materials developed in a previous collaborative project. The purpose of the study was to examine the development of third-year students' understanding of the Reimann Sum. These concepts were taught to undergraduate teacher trainees wishing to specialize in the teaching of mathematics in the FET (further education and training) school curriculum. The learning materials were developed by mathematics teacher educationists from the University of Witwatersrand, the UKZN (University of KwaZulu-Natal) and the Nelson Mandela Metropolitan University. A group of 31 students participated in the project. The study adopted the APOS (action-process-object-schema) approach within constructivism, as a theoretical framework. Data were generated from students' responses to the collaborative tasks. A genetic decomposition of the Reimann Sum is offered and used as a basis for the analysis. This paper, specifically, reports on the investigation of students' responses based on a learning theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the concepts in a collaborative way. Appended is "The Worksheet with Instructional Tasks." (Contains 5 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa